Jay Andrei Quitco 12 ABM – B

Practical Research 2 Quarter 2 – Module 3

What I Know
What’s In
1.) C
1.) Have you ever tried to use or known someone who have
2.) D tried to use an online food delivery app?
 I haven't tried it yet, but I have acquaintances or
3.) A friends that deliver, and they can occasionally deliver
as well.
4.) D 2.) What makes you or them choose the food delivery app?
5.) B  It's as if they can support their family while also
having money to contribute to them.
6.) C 3.) How was the experience? Are they true to their
promise?
7.) B
 It is quite reassuring to know that we are safe
8.) B because of the pandemic. And they do their job,
however delivery might be slow at times.
9.) C
10.) A What’s New
1.) What makes Jessica Soho credible?

 Her deliverance in his words which is very convincing to believe him.

2.) Do her winnings from different organizations multiple times validate her excellence?

 Of course, since the credits she received were too significant for him to prove
himself to everyone and gain the respect she deserved from everyone around him.

3.) Identify Jessica Soho’s characteristics that make her statement, presentation, and show
valid and credible.

 Due to his language skills, he can easily converse with his interviewee and the
others watching. Because of his consistency, he acquired the trust of the people via
his tirelessness and by providing facts that only a few people are aware of. Because
of her intelligence, she is able to earn all of the honors she wins each year, and
because she is a proven lady with a brain, she deserves all of our admiration.

4.) How can you relate her characteristics to the characteristics of a good research instruments?

 Since practically everyone is given questionnaires or interviews, it is more like data

collecting. Then he plans to conduct research on each tale that he will post to the public,
ensuring that the stories he writes are real and not mixed with humor.
What I have learned

1. Using your own words discuss the process on how to develop a research instrument?

 The proposed research's aim, objectives, research questions, and hypothesis are
considered in this first stage. A detailed understanding of the topic is required,
which may be obtained through a literature search and readings. A solid foundation
of preparation and understanding serves as the platform for beginning. Following a
thorough knowledge of the study, the following stage is to produce
statements/questions for the questionnaire. The emphasis is on creating
statements/questions, selecting appropriate scale items, questionnaire design,
format, question order, text size, and front back cover, and planned data analysis.
Scales are devices that are used to quantify a subject's response to a certain
variable. Finally, the questionnaire's dependability is tested using a pilot test. The
term "reliability" refers to the random inaccuracy in measuring.

2.) In your own words explain which is the better option in choosing your research
instrument, develop your own instrument or look for a previously made instrument.

 When choosing a measuring instrument, the most crucial element to evaluate is how
well it corresponds with the program's learning objectives. Some tools must be
acquired from a test publisher or author. Other instruments are offered at no cost.
Use an existing instrument or save time by creating a new one.

3.) When can you possibly adopt a research instrument?

 If you find a pre-existing instrument that will be useful to measure a key variable in
your study, there are two ways that the instrument can be used in your study.
 
4.) Why it is important to plan the data collection procedure?
 To guarantee that your research study gathered high-quality data and also that the
data could be evaluated using construction documents
What I Can Do
The objective of the
 Data collection, measurement, and
analysis relating to your study interests.

Research Instrument
Factors to be
 Range, Accuracy, Response, Input,
Output, Stability, Operation, Reliability,
and Sensitivity are all significant factors.
measured in the
instruments
Number of items per
 3 to 5 per factors

Factors
Scale to be used
 Ordinal Scale

How it will be
 Validation is the process of acquiring and
analyzing data to assess the accuracy of
an instrument. There are a variety of
validated? statistical tests and metrics available to
assess the reliability of quantitative
instruments. The majority of the time,
validation entails pilot testing, which
comprises data collection and review.

Who will validate

 The Guest Speaker

the instrument
How can you
 The degree to which a measurement
equipment consistently measures what it
is designed to measure.
establish the
reliability of the
instrument
Assessment
1.) A 9.) C

2.) D 10.) D

3.) B

4.) C

5.) A

6.) A

7.) B

8.) D
II. Problem solving

1.) Using the following data, find if the research instrument is reliable, using the test-retest
method administered to 10 people. (15 points). Use a separate sheet of paper for your answer.

Respondent 1st 2nd R1 R2 D D2

s administration administration
1 48 53 9 9 0 3
2 55 54 8.5 8 0.5 0.25
3 80 81 5 4 1 1
4 81 80 4 5 -1 1
5 91 90 1 2 -1 1
6 55 58 8.5 7.5 1 1
7 90 94 2 1 1 1
8 84 89 3 3 0 0
9 75 76 6 6 0 0
10 56 58 7 7.5 -0.5 0.25
Total 8.5
2.) Using a Split half method compute for the reliability (15 points). Use a separate sheet of
paper for your answer

Respondents Score in Score in Rank in Rank in Difference Square of

Odd Items even Items Odd Items Even Differences
Items
1 20 20 1 1.5 -0.5 -0.25
2 15 13 6 8 -2 -4
3 19 16 2 6 -4 -16
4 18 20 3 1.5 1.5 -2.25
5 12 12 10 9 1 1
6 12 8 8.5 10 -1.5 -2.25
7 16 19 4.5 3.5 1 1
8 16 17 4.5 5 -0.5 -0.25
9 12 19 8.5 3.5 5 25
10 14 14 7 7 0 0
Total 2
Jay Andrei Quitco 12 ABM – B

Practical Research 2 Quarter 2 – Module 4

What I Know
1.) G What I Have Learned
2.) D

3.) A A.) Different Types of Experimental Research Designs.

4.) E  Pre-Experimental Research Designs.

 Quasi-Experimental Research Designs.
5.) C  True Experimental Research Designs.
6.) F B.) Experimental, Control, and Comparison Groups
7.) B  Experimental Group - Where one or even more independent variables are
changed then applied to one or more dependent variables to determine their
impact on that as well
 Control Group - Is the group which does not undergo any treatment.
 Comparison Group - Generally acquired through observation, with the
purpose of determining similarities and differences relating to the two groups'
specific circumstance or environment.

Assessment
1.) True
2.) False
3.) True
4.) True
5.) False
6.) False
7.) False
8.) True
9.) False
10.) True
 Research 1
Title of the Research Three Decades of Research: The Case for
Comprehensive Sex Education
Research Intervention School-based sex education plays a vital role in
the sexual health and well-being of young people.
Little is known, however, about the effectiveness
of efforts beyond pregnancy and sexually
transmitted disease prevention.
Procedure done with the The studies that form the basis of this review vary
Experimental Group widely in their size, rigor of analysis, and
generalizability of findings. They include
methodologically strong studies, using quasi-
experimental or experimental designs, as well as
meta-analyses and SLRs.
Procedure done with the They also include a substantial number of studies
Control Group with less rigorous designs, smaller samples, and/or
more qualitatively based approaches that when
taken together lead to strong evidence of
outcomes.

Research 2
Title of the Research Abstinence-Only and Comprehensive Sex
Education and the Initiation of Sexual Activity and
Teen Pregnancy
Research Intervention Teaching about contraception was not associated
with increased risk of adolescent sexual activity or
STD. Adolescents who received comprehensive
sex education had a lower risk of pregnancy than
adolescents who received abstinence-only or no
sex education.
Procedure done with the Among never-married heterosexual adolescents,
Experimental Group aged 15–19 years, who participated in Cycle 6
(2002) of the National Survey of Family Growth
and reported on formal sex education received
before their first sexual intercourse (n = 1719)
Procedure done with the We compared the sexual health risks of
Control Group adolescents who received abstinence-only and
comprehensive sex education to those of
adolescents who received no formal sex education.